Journal articles: 'College dropouts'

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Ostrowsky, Lenore. "College dropouts and standardized tests." Academic Questions 12, no. 2 (1999): 74–81. http://dx.doi.org/10.1007/s12129-999-1064-9.

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Gambulao, Ruben Jr. "Forecasting Dropout Trend at King’s College of The Philippines using ARI-MA Modeling." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 6 (2023): 2094–100. http://dx.doi.org/10.11594/ijmaber.04.06.32.

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Student drop-outs continue to be one of the perineal problems of educational institutions. Accordingly, institution managers are trying to find ways and means to curb impending issues on drop-outs to satisfy quality education. In this paper, the researcher delved into the different time series modeling methods in order to forecast the rate of college dropouts at King’s College of the Philippines-Benguet. The method considered was the Autoregressive Integrated Moving Average (ARIMA) model. The data used in this paper was the number of school dropouts from 2005 to 2018 obtained from the school registrar which shows more dropout during the first semester than the second semester. Initial result obtained from using ARIMA reveals that the best model used is the model ARIMA which is the auto regression (AR 1), then the moving average (MA 1), with first differencing on the second semester.

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Zhang, Sonya. "Successful Internet Entrepreneurs Don't Have To Be College Dropouts." International Journal of Information and Communication Technology Education 10, no. 4 (2014): 53–69. http://dx.doi.org/10.4018/ijicte.2014100105.

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Some of today's most successful Internet entrepreneurs didn't graduate from college. Many young people today followed the same path to pursue their dreams however ended up failing, not a surprise because 80% of the startups fail in first 5 years. As technology innovation and market competition on Internet continue to accelerate, college students need guidance and support more urgently now than ever before. Meanwhile most entrepreneurship programs offered in colleges and universities provide only general strategy-innovation-finance guidance for broad entrepreneurship while lack concentration on online startups or connection to Internet technology. We proposed a technology-business-environment model that could help guide universities in nurturing, building, and shaping their students' dreams and goals towards creating a successful Internet startup business. Finally, we demonstrated a course outline for an Internet entrepreneurship course designed for undergraduate students. Such course can be used as a core course in an entrepreneurship program or an elective course in Information Systems (IS), other sub-disciplines of computing programs, or business programs.

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Lee, Seunghyeong, Minjeong Lee, and Eunju Baek. "Analysis of University Dropout Research Trends Using Structural Topic Modeling." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 11 (2023): 293–308. http://dx.doi.org/10.22251/jlcci.2023.23.11.293.

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Objectives This study aimed to identify various issues and problems related to university dropout by analyzing research trends related to university dropout using structural topic modeling, and to identify various factors that affect university dropout. Methods A total of 86 papers related to college dropout published from 2003 to 2022 were analyzed for research purposes using the R program and R Studio. The DTM generation and topic modeling analysis, which represent the frequency of all word occurrences in a matrix, were analyzed and visualized, and the final analysis was performed using structural topic modeling. Results As a result of the study, the keywords associated with college dropout were academic achievement, stress, physical condition, adaptability, and career indecision. In addition, five themes were identified in the structural topic modeling: “students' psychological factors and academic achievement,” “social adjustment and integration of college life,” “career indecision and learning motivation,” “learning environment factors and sense of belonging,” and “school environment factors and support services. Conclusions Over the past 18 years, there has been a steady increase in the number of studies on personal characteristics, college environmental factors, and support services related to college dropout. The comprehensive results of research trends related to dropout shown in this study will provide implications for the preparation of support measures and follow-up studies that can prevent university dropouts.

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Sarte, Novie Mae R., Brent Thon Santiago, Januard D. D. Dagdag, and Ciptro Handrianto. "WELCOME BACK: THE RETURN OF COLLEGE DROPOUTS TO SCHOOL." Jurnal Pendidikan dan Pemberdayaan Masyarakat (JPPM) 8, no. 2 (2021): 140–49. http://dx.doi.org/10.36706/jppm.v8i2.15386.

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Most of the studies in the literature have focused on finding the causes why students are dropping out but not on why they are coming back to school. This phenomenological research aims to describe the experiences of dropout college students who returned to school. Ten information and technology students participated in the research. The interview data was thematically analyzed. The results affirmed that the factors why the respondents stop attending school are financial-related, student-related, health-related, and family-related. The factors why they returned to school include family factor, peer factor, and free education. When they were dropped out, they were being looked down and adjudged negatively, and feeling down and left behind. When they returned to school, they see themselves grateful, successful, and fortunate of working in the job they want in the future. The findings of this study can be a vital input to crafting programs that can help college students particularly, those former dropouts to finish their baccalaureate degrees.

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Mlengule, Frowin. "Causes of Dropouts at Cardinal Rugambwa Memorial University College, Tanzania." Makerere Journal of Higher Education 9, no. 2 (2017): 31–40. http://dx.doi.org/10.4314/majohe.v9i2.2.

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This study was conducted to verify, using the case of Cardinal Rugambwa Memorial University College, the widely held view that financial challenges are significant determinants of student dropouts in private universities in Tanzania. The study was conducted following a case study design. The findings were that with exception of tuition fees, financial constraints are significant causes of students’ failure to complete their study programmes. Other reasons that were found to be substantial causes of drop outs in this University College are related to students’ domestic and private reasons that include going to institutions near the home to take care of or being near their spouses. Administration related bottlenecks and gaps in guidance and counselling were also found to lead to dropout. Policy recommendations and areas for future research are identified.

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Levin, Aaron. "Early Depression Screening Could Prevent College Dropouts." Psychiatric News 48, no. 1 (2013): 14–15. http://dx.doi.org/10.1176/appi.pn.2013.1a9.

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Moreno, Paul. "College 101: A dubious remedy for dropouts." Academic Questions 11, no. 1 (1997): 48–58. http://dx.doi.org/10.1007/s12129-997-1025-0.

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Ochberg, Richard L. "College dropouts: The developmental logic of psychosocial moratoria." Journal of Youth and Adolescence 15, no. 4 (1986): 287–302. http://dx.doi.org/10.1007/bf02145726.

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Baek, Eunju. "Development and Effectiveness Analysis of Dropout Prevention Program for Freshmen at Regional Universities: Focusing on the Case of S University." Korean Society of Culture and Convergence 44, no. 11 (2022): 555–67. http://dx.doi.org/10.33645/cnc.2022.11.44.11.555.

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The purpose of this study is to verify the development and effectiveness of a program to support college freshmen's adaptation to college life and prevent dropouts. The program was developed based on the ADDIE model, and after expert review, textbooks for each week were developed for program operation. The developed program was conducted for 7 weeks immediately after the midterm exam, with an emphasis on psychological/ emotional and college learning adaptation to support the integrated college life adaptation support of freshmen. As a result, it was found that academic self-efficacy was improved in both the first and second semesters. Based on these research results, practical suggestions were made, such as developing a program to prevent dropouts by supporting freshmen's adaptation to university life, and checking their results.

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Miah, Md Abdal, Md Abdul Wohab Khan, Md Humayun Kabir Talukder, et al. "Reasons of Dropouts and Defaulters of Medical Students in Bangladesh." Bangladesh Journal of Medical Education 2, no. 2 (2014): 1–6. http://dx.doi.org/10.3329/bjme.v2i2.18134.

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This descriptive type of cross sectional study was carried out to find out the causes of dropouts and repeated failures (defaulters) of medical students in Bangladesh. The study was carried out in seven (Three government and four Nongovernment) medical colleges in Bangladesh over a period from July 2011 to June 2012. All dropout and defaulter students were the study population. A total of 59 respondents were interviewed, out of them 11 respondents were dropouts and 48 were defaulters. Convenience sampling technique was adopted and data was collected by the researcher himself. Data was collected from those who got admitted in medical college in the year 2003 and thereafter. So, medial students of different level and intern doctors, who were agreed, were enrolled for collection of data by face to face in depth interview. Study revealed that the most important reasons for dropouts and defaulters were lacking of personal interest and less capability for understanding the medical subjects, non-friendly and non-cooperative attitude of teachers; content overloaded curriculum and threatening environment of oral examinations; personal illness and illness of family members; poor institutional set up; lack of facilities for counseling and remedial actions. Among the respondents it was also found that the male and the higher economic class students were more dropped out or became defaulters in the professional examinations. Study also revealed some valuable suggestions to avoid occurrences of dropouts and defaulters. Suggestions were strict regularity, sincerity and attention should be paid to all types of classes including lectures, clinical, tutorial and practical; personal interest and ability should be given highest importance in case of medical admission. They also emphasized on the revision of medical curriculum where the needs of the students would be reflected and the curriculum should be more appropriate and practical oriented. A coordinated class, tutorials and examination system should be developed in each medical college, so that all students can prepare themselves for examination properly. They also suggested that teachers and examiners at all levels should be friendly and cooperative, and should pay special attention to the poor performing students to overcome their weaknesses. They also suggested that study in partnership should be encouraged and there should be adequate hostel arrangement with proper food and recreation facilities. The respondents also suggested for provision of counseling facilities and make-up classes for academically weak students. They further suggested that special sympathy and support should be provided to those who are ill or who are sufferer for the illness of parents or any other family members. Further analytic studies with representative samples should be conducted which will include students with acceptable level of performance (students who pass regularly and if failure, not more than once during whole MBBS course) as well as students whose performance below acceptable level (defaulters and dropouts). This type of study will help to determine the reasons of defaulters and dropouts. So the appropriate strategy can be adopted to avoid dropouts and defaulters. DOI: http://dx.doi.org/10.3329/bjme.v2i2.18134 Bangladesh Journal of Medical Education Vol.2(2) 2011: 1-6

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Smith, Wade, Sean Forbes, Rebecca Robichaux-Davis, and Anthony J. Guarino. "Self-Monitoring as a Personality Variable in Tinto’s Theory of Integration." Advances in Social Sciences Research Journal 7, no. 1 (2020): 406–8. http://dx.doi.org/10.14738/assrj.71.7702.

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One weakness of Tinto’s (1993) model is its inability to identify early dropouts (Webb, 1988), which may be due to the theory’s inattention to personality traits. Self-monitoring (Snyder, 1974) may be an important trait related to dropout. This study hypothesized low self-monitors, compared to high self-monitors would be more likely to (1) have higher initial commitment levels, (2) achieve higher academic integration, (3) accomplish greater social integration, and (4) persist in college. Path analysis confirmed all hypotheses. Self-Monitoring was demonstrated to be an important personal characteristic in Tinto's Theory. Application of theses findings are discussed.

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Bonham, L. Adrianne, and Jo Ann I. Luckie. "COMMUNITY COLLEGE RETENTION: DIFFERENTIATING AMONG STOPOUTS, DROPOUTS, AND OPTOUTS." Community College Journal of Research and Practice 17, no. 6 (1993): 543–54. http://dx.doi.org/10.1080/0361697930170607.

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Kafle, Rameshwor. "Student Dropout Trends in Higher Education of Nepal: A Case Study of Baneshwor Multiple Campus." International Journal of Atharva 2, no. 1 (2024): 139–51. http://dx.doi.org/10.3126/ija.v2i1.63636.

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This study analyzes the pattern of student dropout rates of Baneshwor Multiple Campus (BMC) over the years 2020 to 2022. However, despite BMC’s extensive initiatives, some problems continue to prevail due to social and economic reasons. Dropout rate is influenced by foreign migration more prominently as an aspect of culture wherein people give priority to employment opportunities abroad than study. The data used in this research are obtained from the Educational Management Information System (EMIS), while a scientific method is followed throughout the analysis phase. It is found that different academic levels have dropout rates, which indicate the need for strong retention strategies. The topic discussed in the dialogue covers, among other aspects, the level of effectiveness of the strategy implemented by BMC to reduce college dropouts, as well as external influences on students' lives and the nation's economy arising from student movement.

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Nampila, Tutaleni. "Factors that influence learners’ decisions to drop out of subjects at the Namibian College of Open Learning (NAMCOL): Distance learning mode." African Educational Research Journal 9, no. 2 (2021): 320–22. http://dx.doi.org/10.30918/aerj.92.20.211.

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The Namibian College of Open Learning (NAMCOL) conducted a dropout survey in order to determine why distance students studying with the College, drop out of the subjects they enrolled for. Information was collected from learners who dropped out of subjects they enrolled for, tutors and Head of Centres. Online and telephonic interviews were used for learners, while questionnaires in hard copies were distributed to the tutors and Head of Centres. The majority of the learners who responded to the questionnaire indicated that the learner support from the College was good and that the study materials were useful. Even so, most learners indicated that job commitments, financial issues and sickness were the main reasons why they dropped out of the subjects they enrolled for. The subject that had the highest dropout rate for both grade 10 and 12, were English. Other reasons given by tutors and head of centres as to why they think learners drop out of subjects include lack of motivation from learners, lack of competency in English and some learners find employment or register at private institutions, centres are far from the learners. Some of the recommendations given by tutors and head of centres to reduce dropouts the College should decentralise the centres, clear, persistent and continuous information regarding examination dates, collecting timetables and venues should be given.

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Panta, Saroj Raj. "An Analysis of Students Dropout in Sociology at Dhawalagiri Multiple Campus, Baglung." Dhaulagiri Journal of Contemporary Issues 1, no. 1 (2023): 19–33. http://dx.doi.org/10.3126/djci.v1i1.58623.

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The main aim of this paper is to investigate the factors influencing the dropout rate at Dhawalagiri Multiple Campus. Similarly, it aims to explore the reasons behind students' dropouts. A survey research design was used to describe the dropout rate. 26 respondents were selected through purposive sampling. Telephone, Messenger, Viber, and WhatsApp interviews were also used for collecting the required information. Assistant campus chiefs, department heads, and the chairperson of the Free Student Union's views were interviewed. This study is based on factors associated with dropout, such as age, gender, marital status, position in the number of siblings, health problems, family environment, fulfilled expectations, family and personal obligations, motivation in relation to the teaching and learning process, self-regulation, and time management. Beside these, family, community, college, and national education policies This study found that there are student-related indicators, campus-related indicators, family-related indicators, and socio-economic and cultural-related indicators. There are several reasons for dropping out of DMC. The main reasons for dropout, as explored by family-related indicators, were a lack of financial support from home and different family problems. The student-related indicators were their low academic achievement in examinations, irregularity in class, and willingness to go abroad; the campus-related indicators were a lack of academic support, feedback, motivation, and encouragement from teachers, a delay in exam results, and problems with institutional information systems. The implication of this study is to solve the problem of dropouts in the development of higher education programs in Nepal. This article will be helpful for academia, researchers, and planners.

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Daugherty, Timothy K., and Eric J. Lane. "A LONGITUDINAL STUDY OF ACADEMIC AND SOCIAL PREDICTORS OF COLLEGE ATTRITION." Social Behavior and Personality: an international journal 27, no. 4 (1999): 355–61. http://dx.doi.org/10.2224/sbp.1999.27.4.355.

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Examined differences between eventual graduates and eventual dropouts in a longitudinal study of college men. Predictor variables were obtained early in the first year of college and attrition status was assessed after four years. A linear combination of academic ability, family legacy status, specific stress perceptions, and self-perceived social alienation was found to predict attrition status.

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Lee, EunHwa, and Seunghee Kang. "The Research Trends and Implications of College Dropouts in Korea." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 10 (2019): 169–99. http://dx.doi.org/10.22251/jlcci.2019.19.10.169.

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MarandI, Pramila, Durga Madhab Satapathy, and Madhumita Bhakta. "IJCM_370A: Assessment of factors associated with School Dropouts among adolescent: A Cross- Sectional study conducted in urban slums of Berhampur city." Indian Journal of Community Medicine 49, Suppl 1 (2024): S106. http://dx.doi.org/10.4103/ijcm.ijcm_abstract370.

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Background: As per National Education Policy (NEP) report, the gross enrolment ratio for class 6-8, class 9-10 and class 11-12 was 91%, 79%and 57% respectively. Education plays crucial role in development of economic, social and income of a country. Dropping out leads to under employments, mental health, delinquency and a lower quality of life for young people. Objective: To assess the determinants of school dropouts among adolescent and factor associated with it among adolescent. Methodology: A cross- sectional study was conducted for 3 months from the month of November 2023 to January 2024. Multistage random sampling was done. Participants were interviewed using pre- tested semi- structed questionnaire. Data was analyzed using SPSS in the Department of Community Medicine, MKCG Medical College, and Hospital. Results: All of the study population belonged to Hinduism, 64.29% were boys and 35.71% were girls. School dropouts were significantly less among adolescent whose mother were educated (65%) than in uneducated. The likelihood of dropout among older boys are 2times more than in younger boys who consumed any substances. Lack of interest in studies (38%), family reasons (29%) and paid work (22%) were predominant reasons among adolescents. Conclusion: There is need to improve socio- economic status, delay of marital ages of girls, and enhanced government incentives for education and spread awareness.

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Davidson, J. Cody, and Kristin B. Wilson. "Community College Student Dropouts from Higher Education: Toward a Comprehensive Conceptual Model." Community College Journal of Research and Practice 41, no. 8 (2016): 517–30. http://dx.doi.org/10.1080/10668926.2016.1206490.

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Can, Ertug, Fatma Oya Aktas, and Isil Tuzun Arpacioglu. "The Reasons of School Dropouts in Higher Education: Babaeski Vocational College Case." Universal Journal of Educational Research 5, no. 12A (2017): 84–88. http://dx.doi.org/10.13189/ujer.2017.051313.

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Manandhar, N., and AB Sthapit. "Determinants of primary school dropout in Nawalparasi District." Journal of College of Medical Sciences-Nepal 6, no. 4 (2012): 14–18. http://dx.doi.org/10.3126/jcmsn.v6i4.6720.

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Nepal’s school education is structured as ECD / PPC, primary, lower secondary, secondary and higher secondary education. There are 29,220 primary schools. Any school children absent in the school for four consecutive weeks or more who failed to appear in final examination or next year in same school is considered as dropouts. To assess the causes of dropout in primary schools of Gaindakote Resource Centre of Nawalparasi district, a cross-sectional study was conducted in twelve schools of Gaindakote Resource Centre of Nawalparasi district during the period of Srawan / Bhadra, 2066 B.S. The highest dropout rate was found to be 8.43% in grade I and followed by 7.47%, 4.33%, 4.23% and 1.83% in grades II,III, IV andV respectively. The dropout rate for girls (5.87%) was less than boys (6.14%). Drop out is considered as huge waste of resources of the country as well as individual and it is a complex social problem. To reduce dropout rate in primary school, only free education will not solve the problem. So Government alone cannot solve it. Community must be made aware about the problems of drop out & parents are to be motivated for sending their children to school. Journal of College of Medical Sciences-Nepal,2011,Vol-6,No-4, 14-18 DOI: http://dx.doi.org/10.3126/jcmsn.v6i4.6720

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Garcia-Zanabria, Germain, Daniel A. Gutierrez-Pachas, Guillermo Camara-Chavez, Jorge Poco, and Erick Gomez-Nieto. "SDA-Vis: A Visualization System for Student Dropout Analysis Based on Counterfactual Exploration." Applied Sciences 12, no. 12 (2022): 5785. http://dx.doi.org/10.3390/app12125785.

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High and persistent dropout rates represent one of the biggest challenges for improving the efficiency of the educational system, particularly in underdeveloped countries. A range of features influence college dropouts, with some belonging to the educational field and others to non-educational fields. Understanding the interplay of these variables to identify a student as a potential dropout could help decision makers interpret the situation and decide what they should do next to reduce student dropout rates based on corrective actions. This paper presents SDA-Vis, a visualization system that supports counterfactual explanations for student dropout dynamics, considering various academic, social, and economic variables. In contrast to conventional systems, our approach provides information about feature-perturbed versions of a student using counterfactual explanations. SDA-Vis comprises a set of linked views that allow users to identify variables alteration to chance predefined students situations. This involves perturbing the variables of a dropout student to achieve synthetic non-dropout students. SDA-Vis has been developed under the guidance and supervision of domain experts, in line with some analytical objectives. We demonstrate the usefulness of SDA-Vis through case studies run in collaboration with domain experts, using a real data set from a Latin American university. The analysis reveals the effectiveness of SDA-Vis in identifying students at risk of dropping out and proposes corrective actions, even for particular cases that have not been shown to be at risk with the traditional tools that experts use.

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Park, Eun-Seon, and Kwang-Hyun Kim. "Effects of the Factors of Academic Suspension and College Adjustment on the Intention of College Freshmen’s School Dropouts." Korean Journal of Youth Studies 23, no. 10 (2016): 361. http://dx.doi.org/10.21509/kjys.2016.10.23.10.361.

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Kim, Hyunsook. "The Influences of Variables of High School Period and College Variables on Intention of College Freshmen’s School Dropouts." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 20 (2021): 255–70. http://dx.doi.org/10.22251/jlcci.2021.21.20.255.

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Moon, Sungho. "A Study on Predicting Dropouts of College Freshmen: Case of B Universityin Busan." Korean Data Analysis Society 24, no. 1 (2022): 119–32. http://dx.doi.org/10.37727/jkdas.2022.24.1.119.

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Rios, Oriol. "Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to college." Multidisciplinary Journal of Educational Research 6, no. 2 (2016): 205. http://dx.doi.org/10.17583/remie.2016.2068.

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Saldívar García, Erica. "Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College." Journal of Latinos and Education 17, no. 2 (2017): 196–97. http://dx.doi.org/10.1080/15348431.2017.1295858.

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Mumin, Zahir. "Latino immigrant youth and interrupted schooling: dropouts, dreamers, and alternative pathways to college." International Journal of Bilingual Education and Bilingualism 20, no. 7 (2015): 914–17. http://dx.doi.org/10.1080/13670050.2015.1090107.

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Xiao, Jing Jian, Nilton Porto, and Irene McIvor Mason. "Financial capability of student loan holders who are college students, graduates, or dropouts." Journal of Consumer Affairs 54, no. 4 (2020): 1383–401. http://dx.doi.org/10.1111/joca.12336.

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Marianna Szabó, Csilla, and Anetta Bacsa-Bán. "Revealing the Reasons Leading to Students' Drop-Out at the College of Dunaújváros." Practice and Theory in Systems of Education 10, no. 1 (2015): 81–96. http://dx.doi.org/10.1515/ptse-2015-0008.

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AbstractIn the strategy 'Europe 2020', EU claimed the aims to increase the ratio of graduates among 30-34-year old people, which means the expansion of the number of students in higher education as well as the decrease of dropouts. This double purpose is considered to be a big challenge both for countries and for higher educational institutes. It could be stated that parallel with the increase of higher education enrolment, supporting students who have already been admitted to higher education must be emphasized so that they could absolve their subject and take their degree.

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Loder, Alexander Karl Ferdinand. "The Use of Educational Process Mining on Dropout and Graduation Data in the Curricula (Re-)Design of Universities." Trends in Higher Education 3, no. 1 (2024): 50–66. http://dx.doi.org/10.3390/higheredu3010004.

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High college dropout rates are not a desired outcome for university management. Efforts have been made to increase student retention via understanding dropouts and building support mechanisms. With the emergence of Big Data, educational process mining came into existence, allowing for new methods of structuring and visualizing data. Previous studies have established an approach to generate process maps from the course sequences students take. This study improves this method by focusing on visualizing students’ pathways through a study program dependent on their status as a “dropout” or “graduate” and on the level of every degree program. An interactive framework in a web application dedicated to curriculum designers was created. The data of 53,839 students in 78,495 studies at the University of Graz (Austria) between 2012/13 and 2022/23 were used for process mining. The generated process maps provide information on the exam sequence of students. They have been implemented in discussion forums with stakeholder groups and are part of the curriculum (re)design processes. The maps provide the benefit of being able to compare and monitor successful and non-successful students’ maps using real-time data. Despite their use for curriculum development, they are limited in their size and the number of exams that can be displayed, making them a good fit for early dropout evaluation.

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Michael Dominik, Joel Rudin, Faye X. Zhu, and Straso Jovanovski. "EVALUATION OF A SUMMER COURSE IN ENTREPRENEURSHIP FOR DISADVANTAGED HIGH SCHOOL STUDENTS." International Journal of Business & Economics (IJBE) 8, no. 1 (2023): 214–30. http://dx.doi.org/10.58885/ijbe.v08i1.214.md.

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This paper overviews a pre-college entrepreneurial education program and examines its impact on entrepreneurial intention. The program, entitled the Think Like an Entrepreneur Summer Academy, aims at disadvantaged and underrepresented high school students and is developed by a public research university in the northeast USA. We analyzed the data from 154 graduates of the program and found a significant increase in entrepreneurial intention in the posttest compared to the pretest. The study adds to the literature on exploring and identifying the characteristics of pre-college entrepreneurial education interventions that help increase entrepreneurial intent and provides suggestions for future research, including comparing dropouts to graduates and exploring the interplay between entrepreneurial intention and entrepreneurial mindset.

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Abdul, Munas M. H., Nairoos M. H. Mohamed, Shathifa M. C. Sithy, and Hijas A. M. Mohammed. "The Impact of Students’ Attendance on Effective Learning: An Evaluative Study." European Journal of Humanities and Social Sciences 2, no. 3 (2022): 25–30. http://dx.doi.org/10.24018/ejsocial.2022.2.3.229.

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Student attendance is seen as a significant hallmark of an effective school and as a tool for reducing student dropouts and maintaining an effective learning-teaching process. In this way, the data of the students who studied in Grade 10 in the year 2019 at a well-known and famous school in Oluvil area of East Sri Lanka, Al Jaysha Girls' College, were examined for this research. The purpose of this study is to identify the impact of continued attendance on students' effective learning. Interview, discussion, questionnaire and telephone conversation with school principal, teachers, students in grade 10, the alumni, etc. were primary sources to collect data. And the secondary data were collected via results obtained in all three exams, school texts, special issues, co-curricular activities and presented studies and website related to effective learning. The study has found that there is a gap between the individual personality and continuity attendance of the students, which leads to a stipulated number of dropouts.

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Noreen B. Fuentes, Et al. "Utilizing J48 Algorithm in Predicting Students Dropout in Higher Education Institution." International Journal on Recent and Innovation Trends in Computing and Communication 11, no. 9 (2023): 2818–25. http://dx.doi.org/10.17762/ijritcc.v11i9.9371.

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Dropout refers to students who voluntarily withdraw from a course or program prior to completion. University dropouts continue to be a major concern for educators and represent a substantial loss of human resources for society. At Cebu Technological University, it is always a challenge of the Department Chairperson the declining student population, which resulted in the reduction of the number of sections per year level and under loading of faculty. This study centers on the creation of a student-dropout model that predicts a student's behavior toward his studies. This model utilized the J48 decision tree algorithm, which extract data from the Student Information System (SIS) portal of the existing institution. Nine hundred sixty-one (961) demographic and academic datasets from students enrolled in the two programs under the College of Computer, Information, and Communications Technology (CCICT) of Cebu Technological University (CTU) with nineteen (19) attributes. During the testing procedure, 10-fold cross-validation was utilized. The J48 pruned tree utilized an average of 3 foliage with 4 as the measure of the tree. The Kappa statistic yields a value of 0.8617 and its Correctly Classified Instances rate of 93.7%. This algorithm helps a lot to the institution in reducing the escalation of the attrition rate and providing proactive measures to address the issue.

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Hudson, H. T. "A comparison of cognitive skills between completes and dropouts in a college physics course." Journal of Research in Science Teaching 23, no. 1 (1986): 41–50. http://dx.doi.org/10.1002/tea.3660230105.

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Heller, Mel. "School Dropouts: Patterns and Policies. Edited by Gary Natriello. New York: Teachers College Press, 1987." NASSP Bulletin 71, no. 503 (1987): 142–43. http://dx.doi.org/10.1177/019263658707150337.

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Buenstorf, Guido, Kristian Nielsen, and Bram Timmermans. "Steve Jobs or No Jobs? Entrepreneurial activity and performance among Danish college dropouts and graduates." Small Business Economics 48, no. 1 (2016): 179–97. http://dx.doi.org/10.1007/s11187-016-9774-1.

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Gan, Yongtao, Tian Zhang, Jian Gao, Yifei Li, Jing Zhang, and Wenjun Wang. "The classroom environment and college students’ being silent/hidden dropouts: The chain of mediating effects of college identification and academic achievement." Journal of Psychology in Africa 33, no. 1 (2023): 75–85. http://dx.doi.org/10.1080/14330237.2023.2175965.

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Bratko, M. "PUBLIC (COMMUNITY) COLLEGES AS A COMPONENT OF HIGHER EDUCATION SYSTEMS IN THE USA." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 30 (2018): 53–60. http://dx.doi.org/10.28925/2311-2409.2018.30.5360.

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The article describes the features of public (community) US colleges as a part of the US system. This reference provides some aspects of the community college in America. The mission of America’s community colleges is focused on three areas of commitment: access, responsiveness to community need, and equity. It is found that US community colleges are focused primarily on meeting the needs of the local community and cooperation with it, providing training for local organizations and businesses. They offer a wide range of educational programs for the training specialists who are prepared directly for work in the workplace and continuing education (academic (associate degree), labor and vocational (vocational and occupational education) programs; programs in adult education and continuing education, ensuring the implementation of the concept of “life-long learning” corporate training programs for the needs of a particular company or organization, etc.), as well as providing correction a previous level of education and, in some cases, providing a complete secondary education. Community colleges in the United States have a considerable popularity, which is growing every year. Community colleges serve the region where they are located, usually a city and district. College students often study in various forms of education (day, evening, distance form) and have the opportunity to work during the day. The commitment to access is exemplified by the open admissions policies of community colleges and the multiple ways colleges remove financial, physical, and academic barriers to entry. That access has resulted in entry into higher education by first generation, low-income, minorities, dropouts, working adults, and others who lacked the financial, academic, time, or location means to participate in traditional higher education systems. The author summarizes the experience of public (community) US colleges through the prism of the feasibility of its implementation in the domestic educational practice. A special interest of educational manager of Ukrainian colleges is paid on issues concerning governance, financing, access into higher education and cooperation with employers at community colleges. This article will be valued by everyone interested in the past, present, and future of the community college in America.

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Hottman, Colin J., and Ryan Monarch. "Who's Most Exposed to International Shocks? Estimating Differences in Import Price Sensitivity across U.S. Demographic Groups." International Finance Discussion Paper, no. 1380 (September 2023): 1–40. http://dx.doi.org/10.17016/ifdp.2023.1380.

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Differences in consumption patterns across demographic groups mean that international price shocks differentially affect such groups. We construct import price indexes for U.S. consumer groups that vary by age, race, sex, education, and urban status. Black consumers and college graduates experienced significantly higher import price inflation from 1996-2018 compared to other groups, such as high school dropouts, rural consumers, and consumers over 60. Sensitivity to international price shocks varies widely, implying movements in exchange rates and foreign prices, both during our sample and during the Covid-19 pandemic, drove sizable differences in import price inflation – and total inflation – across groups.

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Kim, SungAe. "Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College, by Lukes, M." Journal of Language, Identity & Education 17, no. 5 (2018): 350–52. http://dx.doi.org/10.1080/15348458.2018.1500465.

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Stratton, Leslie S., and James N. Wetzel. "Are Students Dropping Out or Simply Dragging Out the College Experience? Persistence at the Six-Year Mark." B.E. Journal of Economic Analysis & Policy 13, no. 2 (2013): 1121–42. http://dx.doi.org/10.1515/bejeap-2012-0082.

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Abstract Standard analyses of college outcomes look at six-year graduation rates, treating all non-graduates alike as “failures”. However, we find that 36% of non-graduates are still enrolled. Using micro-level data with rich information on demographic and academic background, we employ a multinomial logit model to distinguish among graduates, persisters, and dropouts six years following matriculation. We find that there are significant differences across these populations. Separate evidence indicates that as many as half of those persisting at the six-year mark will graduate within a few years. Thus, six-year graduation rates understate “success,” but future success is not the same for all groups. Holding academic background constant, reported graduation rates are lower for Hispanics because they are taking longer to graduate and lower for first-generation college students because they are dropping out. The most important factor is academic background, suggesting that increased financial aid is unlikely to substantially increase graduation rates.

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Joensen, Juanna Schrøter, and Elena Mattana. "Studying and Working: Your Student Job Affects Your Future Labor Market Outcomes." Samfundsøkonomen 2022, no. 3 (2022): 19–37. http://dx.doi.org/10.7146/samfundsokonomen.v2022i3.133978.

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Does student employment pay off in the labor market after college? Does the type of student job matter? We use administrative data to describe the amount and type of student work for twenty cohorts of students in higher education in Denmark. We find large differences in the amount, and especially the type of student jobs, by education level and field of study. We show that both the skill content and the study-relevance of the student job matter for earnings after college. Having an additional year of student work experience in a job requiring a high skill level or a study-relevant job is associated with an earnings premium of around 20-25% one year after exit from higher education. This premium fades out during the first years and stabilizes around 5% after 6-14 years for professional degrees, but remains relatively high and stable over time since exit from higher education for more theoreticallyoriented university degrees and for dropouts. This suggests a strong and persistent complementarity between the skills students learn in theoretical university courses and high-skill student jobs.

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R. Nyahende, Veronica. "Implementations of the Best Practices in Repayment, the Way to Improve Collections of the Due Students’ Loans in Tanzania." Higher Education Studies 6, no. 1 (2015): 60. http://dx.doi.org/10.5539/hes.v6n1p60.

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This study was designed to investigate the influence of the implementation of the best practices in repayment in the pre college preparation, in the in college period and in the after college period (the grace period and repayment) in increasing collections of the due students’ loans. The study was geared towards achieving the following objectives: (1) To assess the influence of the implementations of the best practices in repayment in the Pre college preparations in improving collections of the due students loans; (2) To examine the influence of the implementations of the best practices in repayment in the in college period in improving collections of the due students loans; (3) To investigate the influence of the implementations of the best practices in repayment in the after college period (the grace period and repayment) in improving collections of the due students loans.Data were collected from parents, prospective loans beneficiaries and students’ loans beneficiaries in Dar es salaam city, in this study 5 secondary schools (Azania, Zanaki, Jangwani, Mbezi and Makongo), 5 universities (UDSM, DUCE, CBE, IFM and DIT) and 4 Organizations (HESLB, TPB, NBC and DUCE Academic staff) were visited. Data were collected from 267 respondents, 138 were from Kinondoni district, 65 from Ilala district, and 64 from Temeke. Data collected were analysed using the Statistical Package for Social Science (SPSS) data analysis tool.The study concluded that, the implementations of the best practice in repayment in the pre college preparation, in the in college period and in the after college period (the grace period and repayment) has an influence in increasing collections of the due students’ loans. In order to address these conclusions, the study recommends that HESLB should ensure the early education to the existing models and presentation to promote value of education, in the pre college preparations, presence of students financial aid offices, entry and exit counselling sessions, in the in college period as well as making sure that beneficiaries are reminded to repay, maintenance of the regular contacts with borrowers as well as establishment of contacts with dropouts in the after college period.

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Ojugoa, Arnold Adimabua, Christopher Chukwufunaya Odiakaose, Frances Emordi, et al. "Evidence of Students’ Academic Performance at the Federal College of Education Asaba Nigeria: Mining Education Data." Knowledge Engineering and Data Science 6, no. 2 (2023): 145. http://dx.doi.org/10.17977/um018v6i22023p145-156.

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One main objective of higher education is to provide quality education to its students. One way to achieve the highest level of quality in the higher education system is by discovering knowledge for prediction regarding enrolment of students in a particular course, alienation of traditional classroom teaching model, detection of unfair means used in online examination, detection of abnormal values in the result sheets of the students, and prediction about students’ performance. The knowledge is hidden among the educational data set and is extractable through data mining techniques. The present paper is designed to justify the capabilities of data mining techniques in the context of higher education by offering a data mining model for the higher education system in the university. In this research, the classification task is used to evaluate student’s performance, and as many approaches are used for data classification, the decision tree method is used here. By this, we extract data that describes students’ summative performance at semester’s end, helps to identify the dropouts and students who need special attention, and allows the teacher to provide appropriate advising/counseling.

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Kwon, Young-Ae, and Hye-jin Park. "Exploring the Relationship between Characteristics of School Dropouts and College Life Satisfaction : Focusing on the Case of K University." Korean Society of Culture and Convergence 42, no. 12 (2020): 171–91. http://dx.doi.org/10.33645/cnc.2020.12.42.12.171.

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Baclayon, Louella, Vincent Padilla, and Lotes Rojoca. "Introduction of Off-Site Promotion and Enrolment Transaction in Salay Community College." JPAIR Institutional Research 22, no. 1 (2024): 67–86. http://dx.doi.org/10.7719/irj.v22i1.886.

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The youth is the hope of the nation. Through educating the youth, a society can thrive for generations. Jean-Jacques Rousseau’s natural education theory is where this study is anchored. This research focuses on the introduction of off-site promotion and enrollment implemented at Salay Community College, Salay, Misamis Oriental, Philippines. This study used grounded theory, specifically thematic analysis research. The study underwent a process and used the Institutional Quality Improvement: Scheming, Attaining, Correcting, and Creating (SACC), which is patterned after the Plan, Do, Check, and Act (PDCA) Cycle Framework. The data was thoroughly documented. The information was gathered through three steps: Open coding, Axial coding, and theory formation. The respondents were four (4) students from each of the three programs (Bachelor of Early Childhood Education (BECED), Bachelor of Technology and Livelihood Education (BTLED), and Bachelor of Science in Entrepreneurship (BS Entrep) who enrolled during the Off-Site Promotion and Enrolment Transaction and the school personnel who conducted and implemented the transaction. The respondents' experiences were taken through individual and focused-group interviews. The result showed that the transaction was instrumental in bringing back the out-of-school youth, school dropouts, and those who stopped because of financial problems. This also resulted in an increased number of enrollees. It is recommended that the transaction be conducted in other municipalities, especially far-flung places, and materials and internet connection should be secured for easy online registration flow.

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Salamanca-Sanabria, Alicia, Derek Richards, Ladislav Timulak, et al. "A Culturally Adapted Cognitive Behavioral Internet-Delivered Intervention for Depressive Symptoms: Randomized Controlled Trial." JMIR Mental Health 7, no. 1 (2020): e13392. http://dx.doi.org/10.2196/13392.

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Background Internet-delivered treatments for depressive symptoms have proved to be successful in high-income Western countries. There may be potential for implementing such treatments in low- and middle-income countries such as Colombia, where access to mental health services is limited. Objective The objective of this study was to assess the efficacy of a culturally adapted cognitive behavioral internet-delivered treatment for college students with depressive symptoms in Colombia. Methods This was a randomized controlled trial with a 3-month follow-up. The program comprised seven modules. A total of 214 Colombian college students were recruited. They were assessed and randomly assigned to either the treatment group (n=107) or a waiting list (WL) control group (n=107). Participants received weekly support from a trained supporter. The primary outcome was symptoms of depression, as measured by the Patient Health Questionnaire - 9, and the secondary outcomes were anxiety symptoms assessed by the Generalized Anxiety Disorder questionnaire - 7. Other measures, including satisfaction with treatment, were evaluated after 7 weeks. Results Research attrition and treatment dropouts were high in this study. On average, 7.6 sessions were completed per user. The mean time spent on the program was 3 hours and 18 min. The linear mixed model (LMM) showed significant effects after treatment (t197.54=−5.189; P<.001) for the treatment group, and these effects were maintained at the 3-month follow-up (t39.62=4.668; P<.001). Within-group results for the treatment group yielded a large effect size post treatment (d=1.44; P<.001), and this was maintained at the 3-month follow-up (d=1.81; P<.001). In addition, the LMM showed significant differences between the groups (t197.54=−5.189; P<.001). The results showed a large effect size between the groups (d=0.91; P<.001). In the treatment group, 76.0% (16/107) achieved a reliable change, compared with 32.0% (17/107) in the WL control group. The difference between groups was statistically significant (X22=10.5; P=.001). Conclusions This study was the first contribution to investigating the potential impact of a culturally adapted internet-delivered treatment on depressive symptoms for college students as compared with a WL control group in South America. Future research should focus on identifying variables associated both with premature dropout and treatment withdrawal at follow-up. Trial Registration ClinicalTrials.gov NCT03062215; https://clinicaltrials.gov/ct2/show/NCT03062215

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Ross, Terris Raiford. "The differential effects of parental involvement on high school completion and postsecondary attendance." education policy analysis archives 24 (March 7, 2016): 30. http://dx.doi.org/10.14507/epaa.24.2030.

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Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents’ educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children’s school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.

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Journal articles on the topic 'College dropouts'

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